A mental health consultation intervention implemented in fifteen preschool classrooms was evaluated to assess the impact of the services on children’s social-emotional outcomes and on teachers’ confidence to address the social-emotional well-being of young children, as well as teacher satisfaction with services received. The sample of 261 children (135 boys and 126 girls), primarily of racial/ethnic minority backgrounds, was assessed by their teachers and by their parents/caregivers using a standardized measure of child level protective factors (attachment, initiative, and self-control) and challenging/problem behaviors. All children showed improvements. Children with below average protective factors and/or significant behavioral concerns showed the greatest improvements, and teachers increased their confidence in their ability to address the social-emotional and/or behavioral needs of children in their classrooms. These positive changes indicate that addressing the social-emotional and behavioral needs of children through a continuum of classroom-wide and individual child/family strategies yields some benefits for all children. (author abstract)